This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education
Thie Rubengera Technical Secondary School (RTSS) is an accredited, private technical secondary school for carpentry and wood technology based in Rubengera/Karongi District. The school started operating early in 2013.
RTSS has been established the concept of ‘Dual Integrated Technical Training’ (DITT). DITT is a professional technical approach to training, where trainings in the workshop are developed together with active professionals. The aim is for students to learn while producing goods for the market. It combines theoretical instruction with practical skills acquisition involving professionally qualified technicians inside the school, which enables students to produce high quality products.
The DITT concept is a new approach in Rwanda with its origin in the German dual training system adapted to the Rwandan TVET situation and needs.The project strives to achieve higher technical and personal skills development for students by applying the DITT concept and using cost-effective appropriate technologies in combination with innovative training (and training materials) and continuous professional development for trainers. This provides young people with knowledge and skills which are relevant for employment, self-employment or further studies.
The project also aims to include more girls in Technical Vocational Education and Training (TVET). In addition to supporting the carpentry and wood technology units, the IfE grant was also used to establish and run a community pavilion to support local community members to develop their ICT and English language knowledge and skills through participating in non-formal training opportunities.The “dual integrated technical training” (DITT) approach means that a professional technical production unit is integrated in the training program with personal trainers focused on interaction supporting the specified TVET goals and inclusive education.
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CEI approaches in actionStudent supportMentorship/internship/job placementStudent supportSkills for WorkEnglish languageScience & engineering
Model details2013Not-for-profitVocational/technical skillsEnglish languageScience & engineeringActiveLong-term projectDFID/ UKAID32
- Secure the continuation of the DITT approach and implementation at RTSS in a similar way as during the pilot stage. External funding may be required for this.
- Continue the lifelong learning activity for the community within the school and design other interventions based on community’s needs.
- Further strengthen the dialogue with the Government, in particular WDA in order to assess RTSS potential for further expansion in the area of teacher training, as well as advising WDA and IPRCs to adopt the good practices and integrate them into their own systems.
- If replication of the approach in other schools proves feasible, this can only happen in a relatively limited number of schools given the capital intensive nature of the intervention. Investment will need to be made in an intensive ToT programme (provided by trained teachers from the project) to ensure that there are quali ed trainers to run the approach.
- The quality of the output (people and products) and the tested linkages between skills development and sales suggest that WDA should explore the possibility of PPP with an entrepreneurial investor.
Monitoring & EvaluationYes
he project was evaluated through qualitative and quantitative methods including: student outcomes in course assessments and final public examinations; student enrolment; ‘classroom’ observation of trainer-student interactions; parental participation (course numbers).Internal assessment performanceEmployment ratesStudent retentionDownloadNoDownloadYes
The results indicated good learning outcomes and success, notably in improving the role of women in TVET (both through targeted enrolment and work with other women’s events). There was a slight improvement in marks from S4-5. There was an increase in girls’ enrolment on the carpentry course (from 3% to 28% of total enrolment) with girls importantly performing as well as boys. The improved interaction created a community of learners and good use of reflection and sharing of experiences of students and teachers.